DEPARTMENT OF SOCIAL WORK
WESTERN KENTUCKY UNIVERSITY
SWRK 480/481: Social Work Practicum I & Seminar I (SEMESTER/YEAR) (6 credit hours total)
SWRK 482/483: Social Work Practicum II & Seminar II (SEMESTER/YEAR) (6 credit hours total)
Professor/Faculty Field Liaison/Field Seminar Office Hours:
Instructor:
Email:
Tel:
Office:
Meeting Times and Locations
SWRK 481: Seminar 1 (Semester/Year) – Day, Time, Room Location
SWRK 483: Seminar 2 (Semester/Year) – Day, Time, Room Location
COURSE DESCRIPTION
Prerequisites: SWRK 381, admission to the field, and senior standing. Co requisites: SWRK 480 –
Social Work Field Practicum I (Summer 2013); SWRK 482 – Social Work Field Practicum II (Fall
2013).
SWRK 480/481 and SWRK 482/483 are capstone courses in the BSW program major. Students
enrolled in the field practicum courses (SWRK 480 and 482) simultaneously enroll in the
accompanying integrative field seminars (SWRK 481 and 483).
CRITERIA FOR GRADING FIELD SEMINAR AND FIELD PRACTICUM
Students are evaluated in both their Field Practicum by their Field Instructor (based upon
their field performance) and in Field Seminar by their Field Liaison (based upon the
assignments described below). Field Practicum courses are PASS/FAIL and Field Seminar
courses are graded.
Grading Scale for Field Practicum
SWRK 480 Pass= 1.5-3 points on each competency Fail = 1 point or below in ANY
competency
SWRK 482 Pass= 3-5 points on each competency
area
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Fail=Below 3 points in ANY competency
Grading Scale for field seminar
A = 90 – 100%
100 – 90 pts
B = 80 – 89%
89.9 – 80 pts
C = 70 – 79%
79.9 – 70 pts
D = 60 – 69%
69.9 – 60 pts
F = Below 60%
< 60 pts
Students must pass SWRK 480 and SWRK 482 and students must pass SWRK 481 and 483 with a
“C” grade or higher). Failure to successful pass both courses each semester will result in
repeating both SWRK 480/481 or 482/483.
The purposes of the field practicum and integrative seminar are twofold:
1. To provide BSW students in their final two semesters the opportunity to consciously
reflect upon and critically integrate course knowledge, skills and values learned in
earlier social work courses with real field experiences;
2. To provide students with support and opportunities necessary to demonstrate their
integration and application of the ten core competencies identified by the Council on
Social Work Education.
Through practice of social work tasks identified in the students’ learning plans, along with
discussions, activities, and assignments in the integrative seminar, students will review
concepts and practice integrative thinking/doing in their emerging professional work. In order
for students to adequately demonstrate competence in each of the core areas, there will be an
emphasis in seminar on students:






Deeply understanding each competency area and the discrete practice behaviors that
together provide evidence of competent practice
Employing critical thinking and social work professionalism to approach field and
seminar tasks
Honestly exploring what they do not know (or do not consider), and designing activities
that will assist them in gaining required knowledge, skills, and values
Reflecting upon and evaluating their practice in relation to the NASW Code of Ethics
Learning how to skillfully and graciously give and receive feedback related to
performance as beginning professional social workers
Becoming consultants and coaches for each by asking questions that support critical
thinking and principled actions in the field
REQUIRED TEXTS
Garthwait, C. (2013). The social work practicum: A guide and workbook for students. (6th ed.).
Boston,
MA: Allyn and Bacon.
Western Kentucky University. (2011). BSW Field Manual.
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RECOMMENDED RESOURCES
Council on Social Work Education. (2008). Educational policy and accreditation standards.
Alexandria, VA: Author. Retrieved from http://www.cswe.org/File.aspx?id=13780
National Association of Social Workers. (2011). Code of ethics. Washington, DC: Author.
Retrieved from http://www.socialworkers.org/pubs/code/code.asp
Students are encouraged to review texts, course notes, handouts, and journal articles from all
past social work classes, including Human Behavior and the Social Environment, Social Work
Practice 1, 2, and 3, Interviewing, Policy, Statistics and Research.
MISSION STATEMENT OF WKU’S BSW PROGRAM
The mission of the BSW Program at WKU is to prepare culturally competent social workers for
practice with diverse communities and client systems. The program promotes a commitment to
professional ethics, leadership, professionalism, social justice, and lifelong learning in order for
graduates to practice effectively in a global community.
COUNCIL ON SOCIAL WORK EDUCATION (CSWE) DEFINITION OF GENERALIST PRACTICE
The Council on Social Work Education defines Generalist Practice as the following:
Generalist practice is grounded in the liberal arts and the person and environment
construct. To promote human and social well-being, generalist practitioners use a range
of prevention and intervention methods in their practice with individuals, families,
groups, organization, and communities. The generalist practitioner identifies with the
social work profession and applies ethical principles and critical thinking in practice.
Generalist practitioners incorporate diversity in their practice and advocate for human
rights and social and economic justice. They recognize, support, and build on the
strengths and resiliency of all human beings. They engage in research-informed practice
and are proactive in responding to the impact of context on professional practice. BSW
practice incorporates al of the core competencies (CSWE, 2008).
COURSE REQUIREMENTS and CSWE’S CORE COMPETENCIES
Upon successful completion of SWRK 480/481 and SWRK 482/483 (along with evidence drawn
from previous social work coursework), students are expected to demonstrate achievement of
the ten core competencies from the Council on Social Work Education (CSWE). Each core
competency and its associated practice behaviors are indicators of the knowledge, values,
and/or skills students are expected to be able to demonstrate through the course
requirements. The following table details the connection between these course requirements
and the core competencies and associated practice behaviors.
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CORE COMPETENCIES
1. Identify as a
professional social
worker and conduct
oneself accordingly
2. Apply social work
ethical principles to
guide professional
practice
3. Apply critical
thinking to inform and
communicate
professional judgments
4. Engage diversity *
and difference in
practice
* INCLUDES: age, class,
color, culture,
disability, ethnicity,
gender, gender
identity and
EXPECTED PRACTICE BEHAVIORS
a. Advocate for client access to the services
of social work.
b. Practice personal reflection and selfcorrection to assure continual professional
development.
c. Attend to professional roles and
boundaries.
d. Demonstrate professional demeanor in
behavior, appearance, and
communication.
e. Engage in career-long learning.
f. Use supervision and consultation.
a. Recognize and manage personal values in
a way that allows professional values to
guide practice.
b. Make ethical decisions by applying
standards of NASW Code of Ethics and, as
applicable, IFSW/IASSW Ethics Principles.
c. Tolerate ambiguity in resolving ethical
conflicts.
d. Apply strategies of ethical reasoning to
arrive at principled decisions.
a. Distinguish, appraise, and integrate
multiple sources of knowledge, including
research-based knowledge, and practice
wisdom.
b. Analyze models of assessment,
prevention, intervention, and evaluation.
c. Demonstrate effective oral and written
communication in working with
individuals, families, groups, organizations,
communities, and colleagues.
a. Recognize the extent to which a culture’s
structures and values may oppress,
marginalize, alienate, or create or enhance
privilege and power.
b. Gain sufficient self-awareness to eliminate
the influence of personal biases and values
in working with diverse groups.
c. Recognize and communicate their
understanding of the importance of
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COURSE REQUIREMENTS ADDRESSING
PRACTICE BEHAVIORS
1.
2.
3.
4.
5.
6.
7.
Pre-Field Assignments
Learning Plan
Integrative Field Journals
Field Practicum
Mezzo/Macro Project
Client System Assessment Paper
Professionalism and leadership
1.
2.
3.
4.
5.
Pre-Field Assignments
Learning Plan
Integrative Field Journals
Field Practicum
Professionalism
1.
2.
3.
4.
5.
6.
7.
Learning Plan
Integrative Field Journals
Field Practicum
Planned Change Paper
Mezzo/Macro Project
Client System Assessment Paper
Professionalism
1.
2.
3.
4.
5.
Integrative Field Journals
Field Practicum
Mezzo/Macro Project
Client System Assessment Paper
Professionalism
CORE COMPETENCIES
expression,
immigration status,
political ideology, race,
religion, spirituality
and the full spectrum
of beliefs, sex, sexual
orientation
EXPECTED PRACTICE BEHAVIORS
difference in shaping life experiences.
d. View themselves as learners and engage
those with whom they work as informants.
COURSE REQUIREMENTS ADDRESSING
PRACTICE BEHAVIORS
5. Advance human
rights and social and
economic justice
a. Understand the forms and mechanisms of
oppression and discrimination.
b. Advocate for human rights and social and
economic justice.
c. Engage in practices that advance social
and economic justice.
6. Engage in researchinformed practice and
practice-informed
research
a. Use practice experiences to inform
scientific inquiry.
b. Use research evidence to inform practice.
1. Integrative Field Journals
2. Field Practicum
3. Mezzo/Macro Project
7. Apply knowledge of
human behavior and
the social environment
a. Utilize conceptual frameworks to guide
the process of assessment, intervention,
and evaluation.
b. Critique and apply knowledge to
understand person and environment.
1.
2.
3.
4.
5.
6.
8. Engage in policy
practice to advance
social and economic
well-being and to
deliver effective social
work services
a. Analyze, formulate, and advocate for
policies that advance social well-being.
b. Collaborate with colleagues and clients for
effective policy action.
1. Integrative Field Journals
2. Field Practicum
3. Mezzo/Macro Project
9. Respond to
contexts that shape
practice
a. Continuously discover, appraise, and attend
to changing locales, populations, scientific
and technological developments, and
1. Integrative Field Journals
emerging societal trends to provide
2. Field Practicum
relevant services.
3. Mezzo/Macro Project
b. Provide leadership in promoting sustainable
changes in service delivery and practice to
improve the quality of social services.
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1.
2.
3.
4.
Integrative Field Journals
Field Practicum
Mezzo/Macro Project
Client System Assessment Paper
Integrative Field Journals
Field Practicum
Planned Change Paper
Mezzo/Macro Project
Client Assessment paper
Professionalism
CORE COMPETENCIES
10. Engage, assess,
intervene, and
evaluate with
individuals, families,
groups, organizations
and communities
EXPECTED PRACTICE BEHAVIORS
a. Substantively and affectively prepare for
action with individuals, families, groups,
organizations, and communities.
b. Use empathy and other interpersonal
skills.
c. Develop a mutually agreed-on focus of
work and desired outcomes.
d. Collect, organize and interpret client data.
e. Assess client strengths and limitations.
f. Develop mutually agreed-on intervention
goals and objectives.
g. Select appropriate intervention strategies.
h. Initiate actions to achieve organizational
goals.
i. Implement prevention interventions that
enhance client capacities.
j. Help clients resolve problems.
k. Negotiate, mediate, and advocate for
clients.
l. Facilitate transitions and endings.
m. Critically analyze, monitor, and evaluate
interventions.
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COURSE REQUIREMENTS ADDRESSING
PRACTICE BEHAVIORS
1.
2.
3.
4.
5.
Integrative Field Journals
Field Practicum
Planned Change Paper
Mezzo/Macro Project
Client Assessment paper
CRITERIA FOR GRADING FIELD SEMINAR AND FIELD PRACTICUM
Students are evaluated in both their Field Practicum by their Field Instructor (based upon their
field performance) and in Field Seminar by their Field Liaison (based upon the assignments
described below). Field Practicum courses are PASS/FAIL and Field Seminar courses are graded.
Grading Scale
A = 90 – 100%
100 – 90 pts
B = 80 – 89%
89.9 – 80 pts
C = 70 – 79%
79.9 – 70 pts
D = 60 – 69%
69.9 – 60 pts
F = Below 60%
< 60 pts
SWRK 481 – SEMINAR I (SEMESTER 1) – STUDENT RESPONSIBILITIES/ASSIGNMENT
DESCRIPTIONS
1.
2.
3.
4.
5.
Learning Plan
Integrative Field Journals
Planned Change In Field Agency – Analysis Paper
Social Welfare Policy-Mezzo/Macro Project – Proposal Paper
Social Welfare Policy-Mezzo/Macro Project – Proposal
Presentation
6. Seminar Facilitation
7. Professionalism
5 pts
50 pts
15 pts
10 pts
5 pts
10 pts
5 pts
100 pts
LEARNING PLAN (5 pts) The Learning Plan is the student’s first required assignment. It includes
multiple tasks designed by the WKU Field faculty to support students in achieving competency
in behaviors associated with generalist social work practice. Additional tasks relevant to the
student’s learning needs and learning opportunities within the agency and its community are
developed by the student and Field Instructor during the first four weeks of the student’s field
placement. During the first field seminar session, the faculty Field Liaison (the Field Seminar
Instructor) will discuss development of the Learning Plan (see Field Manual) and give
instructions regarding its completion. Through the Learning Plan, students are expected to
design, with Field Instructor input, a well-rounded, focused field experience that will assure that
the student achieves required field competencies.
A Learning Plan is not considered complete until the student, Field Instructor, and faculty Field
Liaison have reviewed the plan and signed it. Students and Field Instructors may make changes
to the Learning Plan based upon the realities of field learning opportunities and the specific
learning needs of the student, but all changes to the signed Plan must be approved by the
faculty Field Liaison. Student may not continue accruing field hours after the 4th week of field
placement without an approved learning plan in place.
The Learning Plan should be regularly reviewed and consulted throughout the student’s field
experience. At the end of the student’s first semester placement (SWRK 480), the Plan must be
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reviewed and revised, as needed, to reflect changes in learning needs and agency learning
opportunities.
INTEGRATIVE FIELD JOURNALS (50 pts) Students are required to submit five substantive field
journals. Each journal will address one CSWE competency area. A rough draft of the student’s
journal will be submitted to a Blackboard Discussion Board forum prior to the class on the day it
is due. Following this class students will review and comment on their classmates’ journals, and
then integrate insights gained from the feedback they receive from their classmates along with
the classroom discussion into a final draft of the journal that is submitted via Blackboard. (See
Appendix A for further guidelines. A rubric for assessing the quality of these assignments will
also be posted to Blackboard and discussed in class.) Journals will be graded using a rubric
provided by the field liaison. Students must pass all journal assignments with at least a score of
“7” in order to show competency in each area.
PLANNED CHANGE IN FIELD AGENCY – ANALYSIS PAPER (15 pts) This assignment allows
students to critically study the direct work of their field agency through the lens of the basic
social work planned change process (Engagement, Assessment, Intervention, and Evaluation). In
so doing, they will see how their agency has adapted the planned change process to the specific
population(s) it serves, the theoretical underpinnings of the approaches used, the strengths
(and potential shortcomings) of current processes and methods, and the impacts of
organization, policy, legal and community contexts. This assignment also gives students practice
in developing a professional written document. (See Appendix B for further guidelines. A rubric
for assessing the quality of this assignment will also be posted to Blackboard and discussed in
class.)
SOCIAL WELFARE POLICY-MEZZO/MACRO PROJECT – PROPOSAL PAPER (10 pts) Students
complete a mezzo/macro project proposal as part of their first semester field instruction
seminar work and implement the project during Semester 2. This assignment requires students
to think critically about pertinent social welfare policies and research activities relevant to work
within their field agencies and to use a planned change model for mezzo/macro practice. (See
Appendix C for further guidelines. A rubric for assessing the quality of his assignment will also
be posted to Blackboard and discussed in class.)
SOCIAL WELFARE POLICY-MEZZO/MACRO PROJECT – PROPOSAL PRESENTATION (5 pts)
Students deliver a brief, professional presentation of their Social Welfare Policy-Mezzo/Macro
Project – Proposal Paper to their peers. (See Appendix D for further guidelines. A rubric for
assessing the quality of this assignment will also be posted to Blackboard and discussed in
class.)
SEMINAR FACILITATION (10 pts) Each student will be expected to present and lead a discussion
on one of the ten competencies as described by the Council on Social Work Education’s (CSWE)
in its Educational Policy and Accreditation Standards (EPAS). (A rubric for assessing the quality
of this presentation will be posted to Blackboard and discussed in class.)
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PROFESSIONALISM (5 pts) Active, skilled engagement is expected of students during seminar
meetings. Group norms will be established in the first seminar session and students will be
provided with a professionalism rubric outlining expectations. (A rubric for assessing the quality
of this assignment will be posted to Blackboard and discussed in class.)
SWRK 480 – PRACTICUM I (SEMESTER 1)
FIELD PRACTICUM EVALUATION (100 pts) Successful completion of field for semester one
requires completion of 200 hours in activities relevant to the student’s learning plan. The
student’s Field Instructor and Field Liaison will evaluate the field student at the end of each
semester. One hundred percent of the student’s grade for the field practicum is based upon
this evaluation. (Refer to the BSW Field Manual for details.) Note that the student’s final grade
for Practicum will be PASS/FAIL.
SWRK 483 – SEMINAR II (SEMESTER 2) – STUDENT RESPONSIBILITIES/ASSIGNMENT
DESCRIPTIONS
1. Learning Plan Update (Not graded)
2. Integrative Field Journals
3. Social Welfare Policy-Mezzo/Macro Project – Implementation and
Presentation
4. Client System Assessment
5. Seminar Facilitation
6. Professionalism
0 pts
50 pts
20 pts
15 pts
10 pts
5 pts
100 pts
LEARNING PLAN UPDATE (Not graded) The initial Learning Plan must be reviewed and updated,
as needed, by the student and Field Instructor during the first week of second semester field.
Changes must be communicated to the Faculty Liaison for review and approval.
The student and Field Instructor should continue to regularly review and consult the Learning
Plan throughout the student’s second semester field experience and make sure that all
activities included in the plan are being adequately implemented and evaluated.
INTEGRATIVE FIELD JOURNALS (50 pts) Students are required to submit five substantive field
journals. Each journal will address one CSWE competency area. A rough draft of the student’s
journal will be submitted to a Blackboard Discussion Board forum prior to the class on the day it
is due. Following this class students will review and comment on their classmates’ journals, and
then integrate this feedback along with classroom discussion into a final draft of the journal
that is submitted via Blackboard. (See Appendix A for further guidelines. A rubric for assessing
the quality of these assignments will also be posted to Blackboard and discussed in class.)
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Journals will be graded using a rubric provided by the field liaison. Students must pass all
journal assignments with at least a score of “7” in order to show competency in each area.
SOCIAL WELFARE POLICY-MEZZO/MACRO PROJECT – IMPLEMENTATION and PRESENTATION
(20 pts) As they implement their projects, students should take accurate notes related to the
process of their project and the their projects’ results. Students will deliver poster
presentations on Field Project Day, communicating to a broader audience the background of
the projects, process used, results and lessons learned. (A rubric for assessing the quality of this
assignment will be posted to Blackboard and discussed in class.)
MICRO-PROJECT (15 pts) Students will produce a Strengths-Based Assessment for a client
system from their field agency. (All identifying information will be redacted.) In addition,
students will write a summary that compares traditional problem-based assessments to more
client-centered/strengths-based assessment. (See Appendix E for further guidelines. A rubric
for assessing the quality of this assignment will also be posted to Blackboard and discussed in
class.)
SEMINAR FACILITATION (10 pts) As with the first semester, each student will be expected to
co-present and lead a discussion on one of the ten CSWE competencies. The same rubric for the
assessment of their discussion facilitation used in the first semester will be used this semester.
PROFESSIONALISM (5 pts) Active, skilled engagement will continue to be expected of students
during seminar meetings. Group norms will be revisited in the first seminar session and the
rubric from Semester 1 will continue to be used.
SWRK 482 – PRACTICUM II (SEMESTER 2)
FIELD PRACTICUM EVALUATION (100 pts) Successful completion of field for Semester 2
requires completion of 200 hours in activities relevant to the student’s Learning Plan. The
student’s Field Instructor and Field Liaison will evaluate the field student at the end of the
semester. One hundred percent of the student’s final grade for the Field Practicum is based
upon this evaluation. (Refer to the BSW Field Manual for details.) Note that the student’s final
grade for Practicum is PASS/FAIL.
COURSE REQUIREMENTS, POLICIES, & EXPECTATIONS
Course Expectations in addition to Field Policies
1. Students are expected to adhere to all policies contained in the BSW Field Manual.
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2. Attendance and active engagement are required in field seminar. “Active engagement in
group learning” will be discussed in an early class session and class guidelines which
students will be expected to follow will be developed. A meaningful percentage of the
overall course grade will be based on what students bring into the class learning
environment and their demonstrated collegiality and professionalism with their fellow
learners (including the instructor!). Seminar students can miss one (1) seminar session
without penalty. Only one additional absence may be approved without penalty if directly
related to Practicum opportunities and approved by the student’s Field Liaison/Seminar
Instructor in advance of the absence. A 3-point reduction in the total Seminar grade will be
assessed for the first absence that is not approved as outlined above. An additional 3-point
reduction will be assessed for a second unapproved absence. 5-points will be deducted for a
third unapproved absence. On days that a class does not meet students may be given a
Blackboard assignment. Failure to complete this assignment will result in an unapproved
absence for that day of class. More than three (3) unapproved absences will result in an “0”
or “F” for the final grade.
3. IMPORTANT TO NOTE: Simply completing field hours is not completing a student’s field
practicum! Field hours should be spent meaningfully, with an eye to effectively (and
efficiently) completing field learning tasks and attaining required competencies as outlined
on the Learning Plan. The Learning Plan should be used as a daily roadmap for students’
experiences and should be added to if needed in consultation with their Field Instructor. At
any time, if students feel that they are not spending their time well in their Practicum, they
should seek assistance from their Field Instructor and/or Field Faculty Liaison.
4. Learning Plans. Students are expected to have a signed Learning Plan in place and to
complete the tasks that have been mutually developed by the student and Field Instructor.
Learning Plans are due within four weeks of entering field and must be signed by the
student, Field Instructor, and Seminar Instructor (Field Liaison). Students and Field
Instructors may make changes in the Learning Plan based on the realities of the field setting
and learning needs of the student, but all changes must be approved by the Faculty Liaison.
Students may not continue accruing field hours after the 4th week of field without an
approved Learning Plan in place.
5. Meeting with Field Instructor. Students, as part of their field responsibility and commitment
to learning, are required to meet formally with their Field Instructor for a minimum of 1
hour/week. Students should alert their Field Liaison if they and their Field Instructor are not
meeting this standard.
6. The use of critical thinking is expected in Seminar and Field Practicum. Understanding of
course readings, reflections on field and class activities, discussions, and seminar written
assignments will all require students to “think like a professional social worker” (i.e., think
critically). Grading of class participation and all assignments will include assessment of a
student’s use of critical thinking. One important point: critical thinking, when first
practiced, sometimes feels slow and difficult, since the process is deliberative and
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introduces new elements into “regular” ways of thinking. Lots of time in class will be used to
practice thinking critically. Hopefully, by the end of this class, students will feel much more
proficient in this set of skills that are fundamental for professional work in the 21 st century.
7. Good critical thinking is best reflected in clear, well-crafted writing! All written assignments,
including those on Blackboard, must be grammatically correct, typed, double-spaced, and
display correct form. Additionally, students are expected to use APA Guidelines (Publication
Manual of the American Psychological Association, 2010) for citing and listing references.
Students are encouraged to make use of writing resources across campus whenever
needed. Since writing (communicating, documenting) will be a significant part of a student’s
job as a social worker, it is a key skill to master. The Seminar Instructor will significantly
mark down work that is poorly written.
8. Plagiarism and cheating are prohibited. Academic dishonesty is prohibited by the University
and is also counter to social work values and ethics included in the NASW Code of Ethics.
Students are expected to be familiar with these policies and ethical guidelines and to follow
them at all times. Any instances of academic dishonesty may mean a grade of “zero” for the
assignment and/or course failure. Student should review the “Academic Offenses” section
of the WKU Student Handbook at:
http://www.wku.edu/handbook/ and the “Ethical Principles” and “Acknowledging Credit”
sections of the 1999 Code of Ethics, National Association of Social Workers found at:
http://www.socialworkers.org/pubs/code/code.asp
9. Work is to be turned in on time. Points will be deducted from the student’s assignment
grade for each day the assignment is late. Five percent (5%) will automatically be deducted
from the total points possible for any assignments that are submitted late and no
assignment will be accepted if more than one day late – unless prior arrangements have
been made with the instructor. No assignment will be accepted after the last day of regular
classes. Students who – due to a lack of preparation – are required to reschedule a
presentation from their original assigned date will face an automatic 10% deduction from
the total points possible on the assignment.
10. Cell phones and computers. Field Seminar focuses significantly on social work
professionalism and integration of important social work knowledge, values, and skills. Cell
phones are intrusions in the learning environment and should be turned off during class
unless students receive instructor approval for extenuating circumstances. Students
repeatedly using cell phones without permission during class will receive a zero on the
Respect portion of their Professionalism grade.
11. Social Media. Students participating in Field are expected to practice in an ethical manner,
in accordance with the NASW Code of Ethics, while working with clients or programs within
their placement. Students using social media sites are expected to use the highest privacy
settings on their social media profiles, so field agency personnel or clients cannot access
photographs and private information. Students are not permitted to link to or view the
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social media profiles of clients or employees of the field placement agency. In the event
that a student’s social media profile or linkage is considered a poor professional practice or
an ethical violation, the student will be subject to a student review.
12. Academic Support. WKU offers many resources that can help students be successful in this
course. These are listed below.
STUDENT DISABILITY SERVICES
In compliance with university policy, students with disabilities who require academic and/or
auxiliary accommodations for this course must contact the Office for Student Disability
Services in DUC A-200 of the Student Success Center in Downing University Center. The
phone number is 270.745.5004.
Please do not request accommodations directly from the professor or instructor without a
letter of accommodation from the Office for Student Disability Services.
LEARNING ASSISTANCE AT WKU
The Learning Center (TLC) is located on the main campus in the Academic Advising and
Retention Center, DUC-A330. Should students require academic assistance with this course,
or any other General Education Course, there are several places that can provide them with
help. TLC tutors in most major undergraduate subjects and course levels throughout the
week--they can also direct students to one of many tutoring and assistance Centers across
campus. To make an appointment, or to request a tutor for a specific class, students should
call 745-6254 or stop by DUC A330. Students can log on to TLC’s website at
http://www.wku.edu/tlc/ to find out more.
Students are also encouraged to make use of the Writing Center on campus:

Cherry Hall; Helm Library; and The Learning Center - Call 745-6254 for hours of
operation.
The CHHS Academic Center for Excellence (ACE) is located in Room 411 in the Academic
Complex. It offers technology assistance, tutoring, advising and developmental
programming. For hours and more information about accessing ACE services, go to:
http://www.wku.edu/ace/
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COURSE SCHEDULE
Please note that the schedule for the content, readings, and assignments may be subject to
change at the discretion of the professor based upon the class process and in negotiation with
students.
SWRK 481 – SEMINAR I (SEMESTER 1)
WEEK DATE
1
2
3
4
5
6
7
FOCUS
ASSIGNED
READINGS
ASSIGNMENTS DUE
NOTES
 Garthwait,
Chapters 1 & 2 –
 Introduction to Field: purpose,
The Purpose of a
field and seminar expectations
 All pre-Field
Practicum
and
(active listening), requirements,
assignments must be
School, Agency, and
assignments, timesheets, Field
submitted to Field
Student
Information Form, Learning
Liaison before first day
Expectations
Plan
of field placement.
 BSW Field Manual
 Questions!
 Course Syllabus
 Garthwait Chapters
 Applying to University of
3 & 4 – Planning to
Louisville MSW Program
Learn and Getting
 Getting started well
Started
 Agency orientation
 CSWE EPAS
 Graduation competencies
Generalist Practice
 Learning Plan development
Competencies
 Applying to WKU MSW Program
 Seminar Facilitation re:
Competency 3 (Critical
 Garthwait Chapter
 Core Competency 3 – Apply
 Facilitators to
Thinking)
7 - Communication
critical thinking to inform and
be determined
 Journal 1 –
communicate professional
judgments.
Competency 3
 Garthwait Chapter
 Social work supervision – taking
 Bring copy of signed
5 – Learning From
ownership of learning
Learning Plans
Supervision
 Seminar Facilitation re:
Competency 10 (Social
 Core Competency 10 – Engage,
Work Planned Change
assess, intervene, and evaluate  Garthwait, Chapter
 Facilitators to
Model With Clients of
with individuals, families,
16 – Social Work as
be determined
Varying Sizes)
groups, organizations, and
Planned Change
communities.
 Journal 2 - Competency
10
 Discussion of Planned Change
 Time sheet due
Paper
SPRING BREAK
17
SWRK 481 – SEMINAR I (SEMESTER 1)
WEEK DATE
FOCUS
ASSIGNED
READINGS
 Core Competency 9 – Respond
to contexts that shape practice.
 Overview of Mezzo/Macro
project assignment
 Garthwait Chapter
8 & 9 – The Agency
Context of Practice
and the Community
Context of Practice
9
 Contexts of practice:
community and social policies
 Garthwait Chapters
10 and 11 – The
Social Problem
Context of Practice
and the Social
Policy Context of
Practice
10
 Core Competency 1 – Identify
as a professional social worker
and conduct oneself
accordingly.
 Garthwait Chapter
13 – Professional
Social Work
11
 KASWE Conference 1
 Professional development
8
12
Evaluation of student field
performance – formative and
summative
Garthwait Chapter
17 – Evaluating
Practice
13
14
18
ASSIGNMENTS DUE
NOTES
 Facilitators
to be
 Seminar Facilitation re:
determined
Competency 9
 Mid-term
(Responding to
comments
Contexts of Practice)
on Learning
 Journal 3 - Competency
Plan should be
9
completed by
Field Instructor
 Seminar Facilitation re:
Competency 1 (Social
 Facilitators
Work Professionalism)
to be
determined
 Journal 4 - Competency
1
 Time sheet for March
 Planned Change in
Agency Paper
 Mezzo/Macro Project
 Order of
Proposal Paper
presentations
to be
 Mezzo/Macro Project
determined
Proposal Presentations
End-ofSemester 1 field
Semester
evaluations due at field
Field Visits
visit
SWRK 481 – SEMINAR I (SEMESTER 1)
WEEK DATE
15
FOCUS
ASSIGNED
READINGS
ASSIGNMENTS DUE
 Time sheet for April
 Mezzo/Macro Project
Proposal Presentations
 Semester 1 field
evaluations due at field
visit
 Reflections and planning for
next semester
 Evaluation of student field
performance – formative and
summative
19
NOTES
 Field Visits
*** Note that this schedule will be updated prior to the beginning of Semester 2 ***
SWRK 483 – SEMINAR II (SEMESTER 2)
WEEK
DATE
FOCUS
ASSIGNED
READINGS
ASSIGNMENTS DUE
NOTES
 Welcome back!
 Overview of semester 2
 Review of Learning Plans
 Bring Learning Plans
 Mezzo/Macro tasks
should be added
to Learning Plan
2
 Core Competency 7 – Apply
knowledge of human behavior
and the social environment.
 Seminar Facilitation re:
Competency 7 (Apply
Knowledge of Human
Behavior and the Social
Environment)
 Journal 6 - Competency 7
 Facilitators to be
determined

3
 Core Competency 4 – Engage
diversity and difference in
practice.
 TENTATIVE: Sharing insights
with 1st semester Field
students
 Timesheet for May
 Seminar Facilitation re:
Competency 4 (Engaging
Diversity and Difference)
 Journal 7 – Competency 4
 Facilitators to be
determined
 Seminar Facilitation re:
Competency 5 (Advancing
Human Rights and
Social/Economic Justice)
 Journal 8 – Competency 5
 Facilitators to be
determined
 Seminar Facilitation re:
Competency 8 (Policy
Practice)
 Journal 9 – Competency 8
 Facilitators to be
determined
1
4
5
6
 Garthwait,
Chapter 12
– Diversity
 Garthwait,
 Core Competency 5 – Advance
Chapter 19
human rights and social and
– Leadership
economic justice.
and Social
Justice
 Review of
 Core Competency 8 – Engage
Garthwait,
in policy practice to advance
Chapter 11
social and economic well-being
– The Social
and to deliver effective social
Policy
work services.
Context of
Practice

20

SWRK 483 – SEMINAR II (SEMESTER 2)
WEEK
7
8
9
DATE
FOCUS
 Core Competency 6 – Engage
in research-informed practice
and practice-informed
research.
 Merging self and profession
ASSIGNED
READINGS
ASSIGNMENTS DUE
 Bring one
social work
journal
article to
seminar that
is related to
 Timesheet for June
field
 Seminar Facilitation re:
practice. Be
Competency 6 (Research)
prepared to
 Journal 10 – Competency 6
briefly
discuss the
article’s
strengths
and
weaknesses.
 Garthwait,
Chapter 18
– Merging
Self and
Profession
 Social work licensing
information
NOTES
 Facilitators to be
determined
 Mid-term
comments on
Learning Plan
should be
completed by
Field Instructor
 Bring draft of
resume and
cover letter to
review and discuss
 Assessment/Micro Project
10
11
 Final review of competency
areas and practice behaviors
12
 Self assessment of
competence (BEAP
Assessment)
 TENTATIVE: Field Project Day:
Poster presentations of
Mezzo/ Macro Project
 End-of-Field Celebration!
 Final evaluations due at Field
visit
 TENTATIVE: Mezzo/Macro
Project Poster content
delivered to ACE Lab
 Time sheet for July and
August
 TENTATIVE: Poster
presentations of
Mezzo/Macro projects
 Final evaluations due at Field
visit
21
 End-of-Semester
Field Visits
 End-of-Semester
Field Visits
Appendix A
Assignment Guidelines
INTEGRATIVE FIELD JOURNALS
Purpose of Assignments: To support senior social work students in field in synthesizing
knowledge, values, and skills learned in previous social work coursework with new knowledge,
skills, and values learned in their field practicum.
Using a developmental learning approach, each journal asks students to articulate basic
knowledge about one of ten competency areas and then address how the associated
knowledge and skills are (or might be applied) in field. The 10 core competency areas are the
same 10 competencies listed on the course syllabus and can be found in the Council on Social
Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) 2008.
Included in the journal assignment, students also provide and describe a minimum of three,
specific, resources pertinent to the competency that can be drawn upon in both their field
placement and in their beginning practice as professional social workers. In addition, students
are expected to critically respond to two classmates’ Journal entries and integrate the feedback
they receive from their classmates along with the insights gained from the Seminar discussion
into their own Journal entries.
Special Note: These journal entries are documentation that students are nearing (or at)
competence in each of the 10 generalist social work competency areas. For this reason, each
journal should demonstrate students’ best thinking and effort.
Assignment Instructions:
1. Each journal entry should be at least 2 full, double-spaced pages (excluding the Title
page, References, and Appendix).
2. Students should address each question individually and develop responses to each that
draw upon their best critical thinking process:
a. Well-founded in current social work knowledge and practices, showing evidence
of study and integration (i.e., citing the course text, texts from previous courses,
the academic literature, and other practice resources not previously
encountered).
b. Adequate in both depth and breadth to cover each question fully
c. Relevant (“on point”)
d. Sources drawn upon should be cited in correct APA fashion, with a references list
at the end of each journal entry as needed
22
3. Writing should be clear, well-organized, and in appropriate voice (i.e., personalized, but
professional – formal tone (i.e., without contractions and not written in second person).
Spelling and grammar should be accurate.
4. Each journal entry should include an Appendix with a minimum of three specific,
relevant, and meaningful professional resources related to the competency area. These
resources (texts, journal articles, professional, credible websites, handouts,
organizations, etc.) are resources that the student and others can draw upon to support
their competence in field and later as they begin post-graduation social work practice.
An explicit and clear indication of the relevance of each to practice should be provided.
5. Students should post a rough draft of their journal entry to the Blackboard Discussion
Forum prior to the seminar session on the day the journal entry is due (i.e., by 3:00p.m).
6. During the seminar session, students should be prepared to discuss the journal
questions in more depth, share questions they have and the responses they have
developed, and take notes regarding the new insights/knowledge they have gained.
7. Following the seminar session, students will review the journal rough drafts of two of
their classmates and provide substantive commentary in the Blackboard Discussion
section in response to these drafts. (Classmate assignments are provided below.) This
commentary should be at least 200 words, should promote their classmates’ critical
thinking about the topic, and should be posted to the Blackboard Discussion section by
the morning of the day following the seminar session (i.e., by 8:00 am on Tuesday).
8. Students are then expected to edit or add to their own rough drafts as needed. The final
draft of their journal entry should incorporate the understanding and insights they have
gained from the seminar presentation and group discussion as well the feedback they
receive from their classmates. The final draft should be posted to Blackboard no later
than 48 hours following the deadline for posting commentary (i.e., by 8:00 am on
Thursday).
Summary of Timeline:
1. Monday by 3:00p.m: Post rough draft of Journal to Blackboard Discussion Forum
2. Tuesday by 8:00am: Comment on two assigned classmates’ Journals on Blackboard
Discussion Forum
3. Thursday by 8:00 am: Revise and submit final draft of Journal to Blackboard
Semester 1 – Journal Questions
Journal 1 – Competency Area 3 – Critical Thinking
1. Review a variety of definitions for critical thinking (focus on those related to social work)
and then develop your own, personalized, meaningful (and useful!) definition for critical
thinking. Give credit (per APA) to sources you used to inform your own definition.
2. Look at the practice behaviors listed under CSWE’s EPAS 2.1.3 (Competency 3: Applying
critical thinking). Using your own definition and these practice behaviors as a guide,
23
make an exhaustive list of all the ways you use – or should use – critical thinking in your
field placement.
3. Why is critical thinking essential to use in social work practice? Give examples.
4. In an Appendix, identify a minimum of three specific practice resources for enhancing
critical thinking. Discuss how each can support social work practice relevant to this
competency. (One paragraph each. They do not have to be on separate pages.) (Note
that these resources may be cited in your journal entry. If a resource is cited, it should
be included in your References.)
5. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 2 – Competency Area 10 – Social Work Planned Change Process
1. According to the Council on Social Work Education (2008), what is generalist social work
practice?
2. Likewise, how does CSWE conceptualize the four basic processes of planned change?
3. What are the key social work practice behaviors for each of these processes/steps?
4. Using a simple client example, describe how you might work with a client system
through the four steps/stages of the planned change process.
5. In an Appendix, identify a minimum of three specific practice resources for utilizing the
social work planned change process. Discuss how each can support social work practice
relevant to this competency. (One paragraph each. They do not have to be on separate
pages.) (Note that these resources may be cited in your journal entry. If a resource is
cited, it should be included in your References.)
6. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 3 – Competency Area 9 – Contexts that Shape Practice
1. Briefly, how did your field agency come into being and how has it evolved?
2. Political and economic developments are reshaping traditional social work practice.
Governmental funding cuts, privatization, and cost containment in human services have
altered service organizations and availability. Programs have closed or downsized and
critical services have been reduced.
a. What have you and your agency observed related to these areas?
b. How is your agency responding?
3. In an Appendix, identify a minimum of three specific practice resources that can help
you practice contextually sensitive social work. Discuss how each can support social
24
work practice relevant to this competency. (One paragraph each. They do not have to
be on separate pages.) (Note that these resources may be cited in your journal entry. If
a resource is cited, it should be included in your References.)
4. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 4 – Competency Area 1 – Professionalism
1. List all the elements you can think of that make up social work professionalism.
2. Using your list, what areas are currently strengths for you? Give evidence.
3. Using the same list, in what areas do you see need for development? What can you do
now to strengthen these areas before graduation?
4. What policies, procedures, and behavioral norms seem to reinforce and encourage
social work professionalism in your field agency?
5. What, if any, policies, procedures, and behavioral norms tend to undermine or
discourage social work professionalism in your agency?
6. In an Appendix, identify a minimum of three specific practice resources for promoting
social work professionalism. Discuss how each can support social work practice relevant
to this competency. (One paragraph each. They do not have to be on separate pages.)
(Note that these resources may be cited in your journal entry. If a resource is cited, it
should be included in your References.)
7. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 5 – Competency Area 2 – Application of Ethical Principles
1. What is the definition of an “ethical dilemma” in social work?
2. There are several good models for dealing with ethical dilemmas in social work practice.
What processes (or formal model) do you want to use in your beginning practice?
3. Within your fieldwork setting, which of these values are you finding most difficult to
apply to your own daily decisions, behavior, and attitudes? Explain the aspects of your
work that make these values challenging.
4. In an Appendix, identify a minimum of three specific practice resources for
understanding and applying social work values and ethics/ethical decision making.
Discuss how each can support social work practice relevant to this competency. (One
paragraph each. They do not have to be on separate pages.) (Note that these resources
may be cited in your journal entry. If a resource is cited, it should be included in your
References.)
25
5. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Semester 2 – Journal Questions
Journal 6 – Competency Area 7 – Application of Human Behavior and the Social Environment
(HBSE) Knowledge
1. Review a basic HBSE text that includes relevant theories and perspectives about human
development and behavior.
a. Which specific theories related to individual, family, and/or community
development guide practice at your field agency?
b. Are there other theories or perspectives that might also be relevant to
understanding the clients you work with and how positive change can occur?
2. How are you currently incorporating an awareness of lifespan development into your
assessment of and work with clients?
3. What macro-level theories could be applicable to work within your agency/community?
4. In an Appendix, identify a minimum of three specific practice resources for
understanding and applying human behavior and the social environment theories and
perspectives. Discuss how each can support social work practice relevant to this
competency. (One paragraph each. They do not have to be on separate pages.) (Note
that these resources may be cited in your journal entry. If a resource is cited, it should
be included in your References.)
5. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 7 – Competency Area 4 –Engaging Diversity and Difference in Practice
1. Search online for the document Indicators for the Achievement of the NASW Standards
for Cultural Competency in Social Work Practice (2007). Download this document, read
it carefully, then describe its contents in a clear paragraph.
2. List some specific ways you can use this as a resource for you in practice
3. “Multiculturalism” can encompass all sorts of diversity: ethnic, racial, class, culture, age,
gender, sexual orientation, country of origin, physical and mental ability, political
ideology, etc. Which specific aspects of human difference are, or could be, difficult for
you right now? What concrete steps can you take to become more comfortable and
effective when working with persons with these characteristics?
26
4. Think of an example when you worked with a person who was different than you in
some significant way. What were things that you did to help bridge the differences
between you and/or to effectively connect with the person?
5. In an Appendix, identify a minimum of three specific practice resources for engaging
diversity and difference (the process of becoming more cultural competent). Discuss
how each can support social work practice relevant to this competency. (One paragraph
each. They do not have to be on separate pages.) (Note that these resources may be
cited in your journal entry. If a resource is cited, it should be included in your
References.)
6. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 8 – Competency Area 5 – Advancing Human Rights and Social and Economic Justice
1. What is a social justice issue that is of specific concern to you? Why is it important?
2. What are ways you can find out more about the specific social and economic justice
issues impacting clients in your field agency? List all the ways you could get relevant
information.
3. List advocacy groups (local, state, national) that work for advancing human rights and
social and economic justice for the people or issue you are interested in.
4. Not all social justice work is at the macro level. What are some social work micro or
mezzo methods that help support client empowerment and justice?
5. In an Appendix, identify a minimum of three specific practice resources for advocating
for human rights and social and economic justice through practice. Discuss how each
can support social work practice relevant to this competency. (One paragraph each.
They do not have to be on separate pages.) (Note that these resources may be cited in
your journal entry. If a resource is cited, it should be included in your References.)
6. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 9 – Competency Area 8 – Policy Practice
1. What is “policy practice”?
2. What is the primary social problem your agency addresses? What specific services are
currently being provided in your agency to address this problem?
3. Describe a specific policy that impacts service provision and/or service eligibility. Now,
do a very brief policy analysis of the policy, addressing:
a. Name and type of policy
27
b. Authority and auspices – who created it? Who has the authority to enforce it?
c. History and reasons for development
d. Stated purpose and goals
e. Assumptions, values, and beliefs upon which it is based
f. Main provisions
g. Impact on your agency’s operation
h. Advantages/positive effects
i. Disadvantages/negative effects
j. Gaps and any need for revisions.
4. In an Appendix, identify a minimum of three specific practice resources for policy
practice. Discuss how each can support social work practice relevant to this
competency. (One paragraph each. They do not have to be on separate pages.) (Note
that these resources may be cited in your journal entry. If a resource is cited, it should
be included in your References.)
5. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
Journal 10 – Competency Area 6 – Research
1. What sorts of information/empirical findings/knowledge is important for you to have
when working in your field setting? Make a comprehensive list.
2. How does your field agency determine its effectiveness? Why is it important to know if
services being delivered are effective?
3. What are the agency outcomes and how are they measured?
4. What are the evidence-based practices (if any) for working with your target
population/social problem? Are they being implemented within your agency? If not,
what are the barriers to implementation?
5. In an Appendix, identify a minimum of three specific practice resources for the
application of research to practice. Discuss how each can support social work practice
relevant to this competency. (One paragraph each. They do not have to be on separate
pages.) (Note that these resources may be cited in your journal entry. If a resource is
cited, it should be included in your References.)
6. To be added to the Final draft of the Journal: the understanding and insights you gained
from the seminar presentation and group discussion as well the feedback you receive
from your classmates on the rough draft of your journal entry. (At least one paragraph.)
28
Appendix B
Assignment Guidelines
PLANNED CHANGE IN FIELD AGENCY – ANALYSIS PAPER 1 2
This assignment allows students to critically study the direct work of their field agency through
the lens of the basic social work planned change process (Engagement, Assessment,
Intervention, and Evaluation). In so doing, they will see how their agency has adapted the
planned change process to the specific population(s) it serves, the theoretical underpinnings of
the approaches used, the strengths (and potential shortcomings) of current processes and
methods, and the impacts of organization, policy, legal and community contexts.
This assignment also gives students practice in developing a professional written document.
Paper Instructions
1. Consult with your field instructor. Let your field instructor know that you will not be
using any actual client information in this assignment, but will be summarizing what you
have found in case materials or agency literature to answer the questions below. Give
your field instructor a copy of the assignment questions for reference.
2. After you have consulted with your field instructor, begin to answer the questions below
using a basic question and answer format.
3. Draft your final paper. It should be somewhere between 5-10 pages in length. Although
you are allowed to use a question and answer format for your responses, adhere to APA
standards of professional writing for social workers (e.g., formatted citations and
references, writing style, grammar, and reduction of bias in language used).
4. Share a draft of the paper with your field instructor and discuss. S/he may see some
areas of the planned change process differently than you do and provide additional
information and explanation. Your field instructor’s input should prompt you to make
changes to your paper.
5. Incorporate changes recommended by your field instructor and turn in the final draft of
the planned change paper to your Field Seminar Instructor on the due date.
Questions for Analysis
Engagement Phase
Engagement and Relationship Building
 What are the major reasons that clients seek services from your agency?
 Are most clients voluntary or involuntary?
 How does this impact the engagement process?
29

How do the experiences of clients or those pressuring clients to seek services
impact the engagement process?
 What specific techniques are used to facilitate building an effective helping
relationship?
 What approaches are used to make the client feel more at ease and less fearful
about entering a professional relationship?
 What approaches are used to address the client’s possible questions and
concerns about utilizing the services offered by the agency?
Clarification of Client’s Concern, Problem, or Request
 What approaches are used to help the client specify, elaborate, and clarify the
concerns that brought them to the agency?
 Are clients actively involved in the process of identifying and defining their
problems, concerns, and strengths?
 Critical Reflection: What are the strengths (and shortcomings – potential or real)
of your agency’s current practices in engagement and initial clarification of the
client’s concern/problem/request?
Assessment Phase
Data Gathering
 What information is routinely gathered about clients and their problems,
concerns, and strengths? Be specific.
 What tools or instruments are used to aid the gathering of this data (e. g.,
interview schedules, checklists, needs assessment instruments, questionnaires,
and observation)?
 What issues of diversity and power need to be addressed in the data gathering
process?
Assessment
 How are available data and information organized, combined, and analyzed in
order to arrive at a clear picture of the client’s situation and a possible plan of
action?
 What theories/models are used to help explain the current situation and guide
thinking about assessment?
 Are clients actively involved in deciding what needs to change and how it might
be changed?
 If clients and workers disagree on what needs to change, how is this difference
resolved?
Formulation of an Intervention Plan (Service Contract)
 When several issues are identified, how are they prioritized?
 How are client goals and preferences incorporated into the plan?
 How is potential resistance addressed?
 What issues of diversity and power need to be addressed in the plan?
30






Is a formal contract developed?
Are ethical and legal issues related to the plan addressed?
Is the plan based on sound theoretical models and perspectives?
Is the plan based on empirically supported evidence?
Are the plan’s outcomes reasonable and measurable?
Critical Reflection: What are the strengths (and shortcomings – potential or real)
of your agency’s current practices in data gathering, assessment and service
planning?
Intervention Phase
 What system (e. g., client, family, community) is typically targeted for change by
your agency’s programs and professional staff? Why?
 What other agencies or organizations often become involved in the client’s
intervention plan?
 What conceptual frameworks (perspectives, theories, and models) guide the change
process?
 What specific methods, techniques, or procedures are used to facilitate change?
 What specific methods are used to measure the effectiveness of the change
process?
 Critical Reflection: What are the strengths (and shortcomings – potential or real) of
your agency’s current practices in intervention?
Evaluation Phase
 In what ways does the agency determine if its interventions, programs, and services
are effective?
 To what extent are clients involved in determining if interventions, programs, and
services are effective?
 What additional forms of evaluation do you suggest?
 Under what conditions are interventions terminated by social workers or clients?
 What specific procedures and techniques are used to bring the professional
relationship to a close and terminate the helping process?
 Critical Reflection: What are the strengths (and shortcomings – potential or real) of
your agency’s current practices in evaluation and termination?
__________________________________________________
Assignment adapted from C. Garthwait. (2008). The Social Work Skills Workbook (4th Ed).
Boston, MA: Allyn & Bacon, pp. 209-210.
2 A version of these guidelines is available for students in macro-Field placements.
31
32
Appendix C
Assignment Guidelines
SOCIAL WELFARE POLICY-MEZZO/MACRO PROJECT – PROPOSAL PAPER
1. In consultation with your field instructor and other appropriate people in your field
agency, identify a need/issue/problem in the agency that affects clients and set an
improvement goal. What do you want to accomplish? Be as specific as possible. (If
there are measures that can be used to quantify the problem, you may want to use
those same measures when setting your improvement project goal.)
2. Now, analyze the current situation: what prevents the agency right now from doing
better? Break problem down into component parts and identify barriers and root
causes.
3. Brainstorm: what changes could be made to improve? Are there barriers or root causes
that, if addressed, would eliminate or greatly decrease problem/enhance positive
outcomes?
4. After brainstorming, decide with your field instructor: what would be the best focus for
this project, considering time and resources?
5. Develop a specific action plan: outline ways to eliminate barriers or correct a root cause
(or root causes) of the problem, specific actions to be taken, by whom, when, where.
6. Write 4-5 page project proposal – describing in as much detail as you can:
a. Brief description of agency (or program) for context
b. The condition to be addressed (i.e., the issue or problem)
c. Its significance to clients
d. The current situation
e. Future desired outcome(s), i.e. specific measureable goal(s) of project – try to
develop “SMART” (specific, measureable, action-oriented, realistic, and timebound) goals so that goal achievement can be measured
f. Action plan (specific)
Support your work with outside research and include at least three references. These
can be a combination of academic and nonacademic sources (e.g., agency
documentation, census data, journal article, course text, short video, website)
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Appendix D
Assignment Guidelines
SOCIAL WELFARE POLICY-MEZZO-MACRO PROJECT – PROPOSAL PRESENTATION
1. Deliver an 8-10 minute PowerPoint presentation that describes the nature of the
problem to be addressed as well as your proposed project idea(s) to address this
problem next semester:
a. Brief description of agency (or program) for context: What is the agency’s
mission statement? What is the nature of the problem(s) that your agency
addresses? What services does your agency provide? Who are the clients?
b. Problem identification (i.e., the need/issue that affects clients): How do you
know this is a problem? Provide a concrete example of how this problem affects
clients.
c. Intended outcomes of project: How will clients meaningfully benefit from this
project? In what ways will the nature of the problem be addressed? What would
it mean for clients if the problem is resolved? (i.e., how would their lives be
different?)
d. Plan for addressing the problem (considering time and resources): In general,
what do you want to accomplish? What is the goal of the project? What are
specific actions to be taken, by whom, when, and where?
e. Significance of the project: Why is this project important to develop and
implement? How will this project be sustained once you leave the agency?
Include 2-3 references. These can be a combination of academic and
nonacademic sources (e.g., agency documentation, census data, journal article,
course text, short video, website)
2. You will need to carefully edit your presentation in order to cover your material
efficiently and professionally. Take the time limit as a challenge to make your
presentation clear, concise, and compelling.
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Appendix E
Assignment Guidelines
Client Systems Assessment Paper
Please choose one client from your internship for completion of this psychosocial assessment. 1
You should prepare a typed, 3-5 page highly factual and detailed social assessment report on
the client.
Be sure you have read Clay Graybeal’s Strengths- Based Social Work Assessment: Transforming
the Dominant Paradigm article prior to completing your work.
Note: All personal information, including names, addresses or other identifying information
should be fictitious.
If you are placed at an agency that does not work directly with clients an alternate assessment
assignment will be developed.
SECTION 1 - PSYCHOSOCIAL ASSESSMENT
Using the form below, complete a psychosocial assessment of your client. USE EACH TOPIC IN
THE PSYCHSOCIAL ASSESSMENT FORM BELOW AS A PARAGRAPH HEADING IN YOUR PAPER.
Summarize the pertinent information as it relates to your client in an integrated summary (one
to two paragraphs for each topic). Include the following:
1. Identifying information: fictitious client's name, date of birth, age, address, telephone
number, marital status, occupation, etc.
3. Client's presenting issue or concern and the worker's reason for involvement with client
4. Source of data: how and when data were collected
5. Current family and/or household membership: with whom does the client live, social-legal
relationship among these people, describe marriage and children, if applicable
6. Family of origin: description and/or listing of client's parents, siblings, and important
members of extended family
7. Interpersonal and role functioning: describe client's relationships with friends, peers,
people at work and school; describe client's primary social roles and relationship among these
roles
8. Education history and intellectual functioning: describe client's education and training,
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capacity for abstract thinking, memory, and problem solving; oral and written
communication; schools attended, GPA, school performance, etc.
9. Physical functioning: describe current health and medical problems; significant disabilities;
use of medication or physical supports
10. Strengths and usual ways of coping: describe client's particular strengths and
predominant and habitual ways of coping with life and its stressors; defense mechanisms
commonly used to handle troublesome thoughts and emotions
11. Cultural background, religious beliefs, and spirituality: describe identity with a particular
cultural or ethnic group, and the values, beliefs, faith, etc. that provide a sense of meaning
and purpose in life and put life experiences in perspective
12. Employment: describe types of jobs held, special work related skills and training, schools
attended, military service, etc.
13. Economic situation, housing, transportation: include income from job and benefits,
expenses, debts, financial stressors
14. Use of community resources: describe client's current or recent utilization of various social
service, health care, financial assistance, legal, educational, and recreational programs
15. Impressions and assessment: in one or two paragraphs, summarize your conclusions and
inferences from the above facts
* If, for some reason you are unable to obtain any of the above information, provide an
explanation.
SECTION 2 - TREATMENT PLAN
In this section of your assessment identify challenges and problems to be addressed and
present goals and interventions. Formulate two goals with their associated objectives and tasks
for client and worker (the goals can be short-term, long-term or both)
Presenting
problem
Relevant Client
Strengths/Resource
s
Goals
Objectives *
* Include dates for accomplishing
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Associated
Tasks *
Who is
responsible?
SECTION 3 - EVALUATION
When you have completed your interview, take time to reflect on the experience and provide
an evaluation of the quality of your interview and ask yourself:
a.
b.
c.
d.
What three skills worked best for you? How did you know this?
What three skills need continued development? How did you know this?
How effective was your note taking?
What three specific actions can you take to improve your performance
In addition, using your assessment as an example, what were the strengths of conducting a
client-centered/strengths-based assessment versus a traditional problem-based assessment?
a. How did the client benefit from this form of assessment?
b. What did you gain from this form of assessment when formulating your treatment plan?
CRITERIA FOR GRADING
1.
2.
3.
4.
Comprehensiveness of Data Collection (Section #1)
Relevance, comprehensiveness and clarity of Goals/Objectives (Section #2)
Quality of Evaluation (Section #3)
Writing (inclusion of professional, objective, client-center, strengths-based language
reflecting a strengths based perspective.
Journal Rubric
Journal Feedback for: _______________________________Journal # : ______ Grade: _______
Quality Criterion
Area Needing
Improvement to Be
Competent
Competent
Distinguished
Difficult to
understand.
Statements have no
supporting facts,
examples. Little
evidence of critical
thinking.
Understandable.
Adequate
explanations backed
up with relevant
facts and examples.
Some critical
thinking in
Topic thoroughly
developed, with use of
supporting facts,
examples, quotes, etc.
Evidence of critical
thinking throughout
journal.
Content/Critical
Thinking – 4
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evidence.
Breadth of content (all
relevant points
covered)
Depth of content
(points explained in
adequate depth)
Evidence of study,
integration, and real
understanding of social
work concepts and
application
Completeness – 2
Resources - 3 specific,
credible, relevant
resources student can
draw upon in field
Evidence of actively
using class resources
(lecture, group
discussion, peer
feedback) to improve
understanding – draft is
attached to final
journal
Writing – 2
1 strong resource
2 strong resources
3 or more strong
resources
little evidence of use
of class resources to
strengthen journal
Some class
resources are used
to strengthen
journal
Class resources are
used to significantly
strengthen journal
More than 6 errors
5-6 errors overall
0 – 3 errors overall
Overall journal clear,
well organized, easy to
follow
Spelling is accurate
Professional level
grammar, punctuation,
sentence structure
Appropriate voice –
personalized, but
formal tone. No
contractions.
APA style (6th. Ed.)
applied correctly
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